The purpose of this research study was to explore the impact effective teacher characteristics have on student motivation within the classroom in order to inform Education Preparation Programs (EPPs) with further knowledge regarding how to support and train future teachers. Specifically, this study sought to (1) determine differences in effective teacher characteristics as perceived by students with diverse motivation levels, (2) determine if relationships exist between effective teacher characteristics, self-efficacy, incremental beliefs, and the degree of student motivation, and (3) determine if teacher content knowledge, (b) teaching ability, and (c) student-teacher relationships significantly predict the degree to which a student is motivated. Results showed that there was a statistically significant difference in student motivation when students perceived that (a) strong student-teacher relationships were present, (b) high content knowledge of a teacher was exhibited, and (c) exemplary teaching ability was displayed. Data from this study adds to the body of literature that encourages EPPs to train teachers to become expert leaders by incorporating effective characteristics needed to improve teaching and learning required of today's 21st century schools.